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AN ANALYSIS OFENGLISH NATIONAL EXAMINATION ITEM

2012/2013FOR SENIOR HIGH SCHOOL BASED ON THE COGNITIVE

DOMAIN OF TAXONOMY OF EDUCATIONAL OBJECTIVE THEORY

by

HANDIANI DIFLA HASHINA

NIM 200932028

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2013

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AN ANALYSIS OF ENGLISH NATIONAL EXAMINATION ITEM 2012/2013

FOR SENIOR HIGH SCHOOL BASED ON THE COGNITIVE DOMAIN OF

TAXONOMY OF EDUCATIONAL OBJECTIVE THEORY

SKRIPSI

Presented to the University of Muria Kudus

In Partial Fulfillment of the Requirements

for Completing the Sarjana Program in English Education

By HANDIANI DIFLA HASHINA

NIM 200932028

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2013

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MOTTO AND DEDICATION

MOTTO

Allah will never change the condition till the people change it by

themselves

If you want to start a new beginning, make a peace with your past

Real success is determined by two factors, faith and action

Life is struggle, there is no life without a struggle

Keep going and never quit, the champion is never quit

We will never be ready to do anything unleash the doubt and take

action

Allah is always with us

DEDICATION

This skripsi is dedicated to:

My beloved parents,Mr. Budiono (alm)

& Mrs. Chusnil Hani’

My brothers, Andi, Johar, Octa

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ACKNOWLEDGEMENT

Alhamdulillah, the researcher thanks to Allah SWT so she is able to finish

writing the research entitled ”An Analysis of English National Examination

Item 2012/2013 for Senior High School Based on The Cognitive Domain of

Taxonomy of Educational Objective Theory”.

The writer realizes that she would not be able to complete her skripsi

without support, advice and encouragement from many persons.Therefore, she

would like to deliver her great thanks, to those who are directly or indirectly

involved in the completion of this research. Especially for:

1. Dr. Drs. SlametUtomo, M. Pd as the Dean of English Education Department

of Teacher Training and Education Faculty of Muria Kudus University.

2. DiahKurniati, S. Pd, M. Pd as the Head of English Education Department of

Teacher Training and Education Faculty of Muria Kudus University.

3. Drs. Suprihadi, M.Pdas the first advisor, who has guided and given his advices

to the writer in finishing this skripsi wisely and patiently.

4. DiahKurniati, S. Pd, M. Pd as the second advisor who has carefully read and

given suggestions for the improvements of this skripsi.

5. Widodo, S.Pd as the teachers of SMAN 2 Kudus who gives the writer

permission and borrows the English national examination 2012/2013 for

senior high school to conduct the research.

6. All lecturers and staffs of English Education Department who have given

worthy knowledge and support.

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7. Her beloved family, Mom Chusnil Hani’ who patiently supports and teaches,

Budiono who wisely guides, her brothers Handi Firmansyah, Handi Ilham

Jauhar, Octa Try Setiya Budi for the warm care, and her family especially her

uncle for the support.

8. Her beloved friends, Ulfa Mustika, Difla, Vivin, and all of her friends in

Muria Kudus University for the togetherness in happiness and sadness.

9. Transformave (VarioK5808WT), Optimave (Laptop Toshiba), Beautiful red

(Nokia Xpress music), her rides and gadgets for the selfless support all days

all nights.

Finally, the writer hopes that this skripsi will be useful for those especially

who are in the field of education.

Kudus, July 29th

, 2013

Handiani Difla Hashina

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ABSTRACT

Difla,HandianiHashina. 2013. An Analysis of English National Examination

Item 2012/2013 for Senior High School Based on The Cognitive Domain of

Taxonomy of Educational Objective Theory. Skripsi.Department of

English Education.Faculty of Teacher Training and Education.University

of Muria Kudus. Advisors: (i)Drs. Suprihadi, M.Pd.(ii) Diah Kurniati,

S.Pd, M.Pd

Key Words: English national examination and cognitive domain

The English national had been passed in years, many people assumes that

is not effective way to measure the student’s competence, the material, standard of

graduate competence are too high that makes the students fail in the examination.

The writer thinks to analysis English national examination 2012/2013 for senior

high school why the English national examination can be make night mare for

students. The writer want knows skill level what covered in the English national

examination 2012/2013 for senior high school and skill level appropriate or not

for senior high school with use cognitive domain of taxonomy of educational

objective theory.

Cognitive domain is which concerned with knowledge outcomes and

intellectual abilities and skills. This includes the recall or recognition of specific

facts, procedural patterns, and concepts that serve in the development of

intellectual abilities and skills. There are six major categories.

The purpose of this research is to find out cognitive domains of taxonomy

of educational objective theory covered in the English national examination item

2012/2013 for the senior high school.

This is an qualitativedescriptiveresearchdesign, because this research does

not use the research data such as number. It describes what cognitive domains of

Taxonomy of educational objective theory are covered in English national

examination item 2012/2013 for senior high school. The data were collected by

using documentary method. There are 20 packages in English National

Examination 2012/2013for Senior High School. But the writer takes 5 packages to

analysis. They are B23, B24, B25, B26, B27. Consist of listening, reading and

writing. Listening consist of 15 items, reading section consist of 30 test item,

writing consist of 5 test item. All of test type in items used in English National

Examination (UN) for Senior High School 2012/2013 is Multiple-choice item.

The result of the data for analyzing the cognitive domain of taxonomy of

educational objective theory are covered test items of package B23, B24, B25, B26,

B27 in the English national item 2012/2013 for senior high school in listening

section mostly used level of comprehension, reading section were in the level of

knowledge and comprehension. But the cognitive domain in reading section mostly

used level comprehension, and the cognitive domains in writing section were

application and synthesis. It means that level of difficulties of each test items in

listening, reading and writing section is appropriate with the level of knowledge

which is owned by the Senior High School students.

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From the facts above, so that the writer suggests that the item test of

English national examination should be compatibility with the level of knowledge

which is owned by the Senior High School students, the teacher should give more

attention on the cognitive domain of taxonomy of educational objective theory or

skill level difficulties and graduated competence standard (SKL) to give try out in

preparing the English national examination for the students, because the entire test

item of English examination test cover in SKL, the students should able to identify

the skill level difficulties and graduated competence standard (SKL) to predict the

answer of the test item, because it will make the students easier to do the test, the

government especially the Education National Standard Board (BNSP) who set the

test of English national examination should be more careful in arranging the test.

Although the test is good, the test item need revised in the skill level of difficulties of

students especially, test typing, test instruction, SKL covers in the entire test item.

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ABSTRAK

Difla,HandianiHashina. 2013. Ana1isis soal ujian nasional bahasa Inggris untuk

sekolah menengah atas tahun 2012/2013 berdasarkan cognitive domain

pada teori pendidikan Taxonomy objektif. Skripsi. Program Studi

Pendidikan Bahasa Inggris. Fakultas Keguruan dan Pendidikan.Universitas

Muria Kudus. Pembimbing: (i) Drs. Suprihadi, M.Pd.(ii) Diah Kurniati,

S.Pd, M.Pd

Kata Kunci: ujian nasional bahasa inggris dan cognitive domain

Ujian nasional bahasa Inggris sudah dijalankan bertahun-tahun, meskipun

begitu banyak orang berasumsi bahwa cara ini tidak efektif untuk mengukur

kompetensi siswa, materisoal, standard kompetensi kelulusan adalah hal itu semua

yang membuat siswa merasa takut terhadap ujian. Penulis berpikir akan

menganalisis ujian bahasa Inggris SMA 2012/2013 mengapa dapat membuat

siswa takut untuk menghadapi ujian. Penulis ingin mengetahui tingkat

kemampuan apa yang digunakan dalam ujian nasional bahasa Inggris 2012/2013

untuk SMA dan apakah tingkat kemampuan sudah sesuai dengan siswa SMA

dengan menggunakan cognitive domain padateoripendidikanTaxonomy

objektifuntuk menganalisisnya.

Cognitive domain adalah yang mana terkait dengan hasil pengetahuan dan

kemampuan siswa.Ini termasuk dalam mengingat kembali atau penegenalan

spesifik fakta, pelaksanaan pola dan konsep pengembangan kemampuan

siswa.Dan cognitive domain dibagi menjadi enam kategori kemampuan.

Tujuan dari penelitian ini adalah untuk mencaritahu cognitive domainapa

yang digunakan dalam ujian nasional bahasa Inggris untuk SMA tahun

2012/2013.

Pada penelitian ini, peneliti menggunakan riset yang bertujuan

menguraikan atau menginterpretasikan hasil analis yang diperoleh karena

penelitian ini tidak menggunakan data dengan rumus perhitungan.Dalam

mengumpulkan data peneliti menggunakan metode dokumentasi.Ada 20 paket

dalam ujian nasional bahasa Inggris untuk SMA tahun 2012/2013.Tetepi peneliti

hanya menggunakan 5 pakaet soal yang berbeda untuk dianalisis.Yaitu paket B23,

B24, B25, B26, B27. Dalam setiap paket terdiri dari sesi mendengarkan,

membaca dan menulis. Mendengarkan terdiri dari 15 soal, membaca ada 30 soal,

dan 5 soal dalam sesi menulis.Semua tipe soal yang digunakan dalam ujian

nasional bahasa Inggris untuk SMA tahun 2012/2013 adalah pilihan ganda.

Hasil dari data analisis yang telah dilakuakan penulis untuk mengetahui

cognitive domainapa yang digunakan dalam soal ujian nasional bahasa Inggris

untuk SMA tahun 2012/2013 di paket B23, B24, B25, B26, B27 dalam semua

sesi. Pada sesi mendengarkan diperoleh semuanya menggunkan tingkat

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comprehension atau pemahaman, pada sesi membaca kebnyakan menggunakan

tingkat comprehension atau pemahaman dan sebagian menggunakan penegtahuan,

di sesi menulis menggunakan tingkat application atau penerapan dan tingkat

synthesis atau perpaduan. Dari hasil tersebut bahwa tingkat kesulitan masing-

masing soal ujian nasional bahasa Inggrisuntuk SMA tahun 2012/2013 pada

semua sesi sudah sesuai dengan tingkat pengetahuan pada siswa SMA.

Berdasarkan hasil penelitian di atas, penulis memberikan masukan bahwa

soal ujian nasional bahasa Inggris seharusnya sesuai dengan tingkat pengetahuan

pada siswa SMA, diharapkan para guru Bahasa Inggris untuk memberikan

perhatian lebih terhadap cognitive domain pada teori pendidikam Taxonomy

objektifatau kemampuan tingkat kesulitan dan standar kompetensi kelulusan

(SKL) untuk memberikan percobaan soal ujian untuk siswa terlebihdahu uuntuk

mempersiapkan dengan matang ujian bahasa Inggris, diharapkan siswa-siswa

mampu untuk mengidentifikasi tingkat kesulitan dan standar kompetensi

kelulusan (SKL) untuk memprediksi jawaban soalujian, karena ini akan

mempermudah siswa dalam menjawab soal dengan benar, pemerintah khususnya

Badan Nasional Standar Pendidikan (BNSP) yang mana adalah badan pendidikan

yang membuat ujian nasional dihrapkan lebih hati-hati dalam menyusun soal

ujian. Meskipun soal ujian termasuk soal ujian yang bagus, soal ujian

membutuhkan revisi pada tingkat kesulitan siswa, pengetikan soal, perintah soal

ujian, SKL diharapkan dapat mencakup semua soal ujian.

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TABLE OF CONTENTS

page

COVER ............................................................................................................ i

PAGE OF LOGO ............................................................................................. ii

PAGE OF TITLE ............................................................................................. iii

ADVISORS APPROVAL ................................................................................ iv

BOARD OF EXAMINERS ............................................................................. v

MOTTO AND DEDICATION ........................................................................ vi

ACKNOWLEDGEMENT ............................................................................... vii

ABSTRACT ..................................................................................................... ix

ABSTRAK ....................................................................................................... xi

TABLE OF CONTENT ................................................................................... xiii

LIST OF TABLES ........................................................................................... xvi

LIST OF APPENDIXES .................................................................................. xvii

CHAPTER I INTRODUCTION

1.1 Background of the Research ..................................................................... 1

1.2 Statement of the problem .......................................................................... 5

1.3 Objective of the Research ......................................................................... 5

1.4 Significance of the Research ..................................................................... 6

1.5 Scope of the Research ............................................................................... 6

1.6 Operational Definition ............................................................................. 7

CHAPTER II REVIEW TO RELATED LITERATURE

2.1 The Definition of Evaluation, measurement, testing, Assessment .......... 9

2.1.1 Evaluation and Measurement ............................................................... 10

2.1.2 Test ...................................................................................................... 10

2.1.3 Assessment .......................................................................................... 11

2.1.4 Examination ........................................................................................ 11

2.1.5 Types of Test ....................................................................................... 12

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2.1.5.1 Types of Test According to Its Role ................................................... 12

2.1.5.1.1 Placement ....................................................................................... 12

2.1.5.1.2 Diagnostic Test............................................................................... 12

2.1.5.1.3 Formative Test ............................................................................... 12

2.1.5.1.4 Summative Test .............................................................................. 13

2.1.5.2 Types of Test According to Test Maker .............................................. 13

2.1.5.2.1 Standardized Test ........................................................................... 14

2.1.5.2.2 Teacher Made Test ......................................................................... 15

2.1.6 Types of Item ...................................................................................... 15

2.1.7 National Examination (UN) ................................................................ 22

2.1.8 Taxonomy of Educational Objective Theory ....................................... 23

2.2 Review of Previous Research ................................................................... 28

2.3 Theoretical Framework ............................................................................ 29

CHAPTER III METHIOD OF THE RESEARCH

3.1 Design of the Research............................................................................... 30

3.2 Data and Data Source ................................................................................ 31

3.3 Data Collection ........................................................................................ 31

3.4 Data Analysis ........................................................................................... 31

CHAPTER IV FINDING OF THE RESEARCH

4.1 Finding ...................................................................................................... 35

4.1.1 Analysis on the cognitive domains of taxonomy of educational

objective theory are covered in the English national examination item

2012/2013 for senior high school ............................................................ 35

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CHAPTER V DISCUSSION

5.1 Discussion ................................................................................................. 98

CHAPTER VI CONCLUSION AND SUGGESTION

6.1 Conclusion ................................................................................................ 102

6.2 Suggestion ................................................................................................. 103

BIBLIOGRAPHY ............................................................................................ 104

APPENDICES ................................................................................................. 106

STATEMENT SHEET

CURRICULUM VITAE

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LIST OF TABLES

Table Page

2.1 Degrees of Difficulties ....................................................................... 27

3. 1 TheResult of Listening Section ......................................................... 33

3.2 The Result of Reading Section .......................................................... 33

3.3 The Result of Writing Section ........................................................... 34

5.1 The Result of Cognitive Domain in Listening Section ...................... 94

5.2 The Result of Cognitive Domain in Writing and Reading Section ... 95

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LIST OF APPENDIXES

Appendix Page

1. English National Examination Test Item 2012/2013 For Senior High

School .................................................................................................... 106

2. Standar Kompetensi Kelulusan UJian Nasional Bahasa Inggris Tahun

2012/2013 .............................................................................................. 107